Call  No. 


It  X  w 


UNIVERSITY  OF  ILLINOIS 


Pedaoooicaf  fibranj...ancL  museum 


Accession  No. 


UNIVERSITY  library 

The —7  0F ILLIN0IS  AT  URBANA-CHAIHPflIGN 

==H===' 

isipsss 

mm== 


VENTILATION 

AMD 

FURNISHING 

OF 

School  Ifoousee 

BY 

OLIVER  E.  WELLS 

STATE  SUPERINTENDENT 


MADISON,  WISCONSIN 

1892 


STATE  PRINTERS, 

MADISON,  WISCONSIN 


Qeneral  Suggestions. 


The  recommendations  and  suggestions  contained  in  this  circular  embody 
the  results  of  long  experience  in  the  school  room.  They  are  sanctioned  by 
those  whose  opinions  are  entitled  to  weight  in  such  matters.  The  writer  is 
indebted  for  valuable  hints  in  various  ways  to  an  able  circular  issued  in  1886 
by  Dr.  Hodgkins,  of  Ontario. 

The  purpose  of  this  circular  is  to  offer  suggestions  in  regard  to  the  selec¬ 
tion  of  suitable  schoolhouse  sites,  and  the  erection  of  commodious  school 
buildings.  It  seeks  to  guide  and,  so  far  as  it  may,  to  stimulate  district  boards 
to  greater  care  and  diligence  in  the  conduct  of  this  important  factor  of  school 
interests. 

In  1881  Superintendent  Whitford  sent  from  this  office  an  able  circular 
embodying  his  own  views  and  suggestions,  and  embracing  carefully  prepared 
plans  of  schoolhouses  and  sites. 

There  is  abundant  evidence  that  this  paper  was  fruitful  in  many  ways. 
Unfortunately,  the  evidence  is  equally  abundant  that  it  is  still  needful  to  direct 
attention  to  the  inadequate  houses  and  untidy  surroundings  in  which  so  many 
of  the  pupils  of  the  public  schools  spend  the  years  that  are  most  potent  in  de¬ 
termining  the  character  and  conduct  of  their  after  lives.  In  the  cities  and 
larger  villages  of  the  state,  school  buildings  and  grounds  are  often,  perhaps 
generally,  a  credit  to  the  good  taste  and  public  spirit  of  the  communities  in 
which  they  are  situated. 


A- 

t  IOO 


4 


SCHOOL  ARCHITECTURE. 


But  away  from  these  centers  of  population  many  of  the  school  buildings 
are  blots  on  the  landscape.  Built  without  reference  to  architectural  effect,  or  to 
the  health,  comfort  and  convenience  of  teacher  and  pupils,  they  bar  progress  in 
school  work. 

Many  of  these  buildings  are  in  a  shameful  state  of  dilapidation,  and  when 
new  ones  are  built  it  is  thought  unnecessary,  or  too  expensive,  to  employ  pro¬ 
fessional  help,  and  so  the  defects  of  the  old  school  buildings  are  perpetuated  in 
the  new  ones. 

All  this  is  evidence  that  it  is  still  needful  to  arouse  and  educate  public 
sentiment  upon  this  subject;  to  tell  the  people  that  the  comfort  and  health 
and  eye-sight  of  teachers  and  pupils  are  worth  caring  for;  to  insist  again  that 

it 

neat  and  attractive  buildings  and  grounds  are  important  contributions  to  the 
mental  and  moral  well-being  of  the  children. 

It  is  believed  that  effective  help  may  be  afforded  to  school  boards  by  sug¬ 
gestions  as  to  the  best  methods  of  choosing,  laying  out  and  adorning  sites,  and 
by  furnishing  them  the  latest  information  and  the  most  meritorious  designs  in 
school  architecture. 


n 


SCHOOL  ARCHITECTURE. 


5 


Selection  of  the  School  She- 


It  is,  of  course,  desirable  that  the  schoolhouse  should  be  placed  near  the 
geographical  center  of  the  district ;  but  neither  the  health  of  pupils,  nor  the 
beauty  and  wholesomeness  of  surroundings  should  be  sacrificed  to  this  purpose. 
An  additional  half  mile’s  travel  will  be  labor  well  expended,  if  it  place  pupils 
amid  wholesome  and  attractive  scenes. 

An  elevated  piece  of  ground,  a  knoll,  or  a  gentle  slope  should  be  chosen, 
for  the  obvious  reason  that  the  drainage  should  be  from,  and  not  toward  the 
site.  Sand  or  gravel  sub-soil  affords  natural  drainage,  and  a  southern  or  east¬ 
ern  slope  secures  the  rapid  evaporation  of  surface  water,  and  is  most  favorable 
to  the  admission  of  health-giving  sunlight.  A  schoolhouse  ought  never  to  be 
built  on  low  or  marshy  ground,  near  stagnant  pools,  or  in  the  neighborhood  of 
offensive  odors. 

Persons  engaged  in  physical  toil  may  escape  unharmed  in  the  midst  of 
effluvia  which  would  seriously  endanger  those  of  less  active  employment. 
Children  at  school  are  especially  subject  to  the  deleterious  effects  of  noxious 
gases  and  impure  air,  both  on  account  of  their  long  continued  physical  inactiv¬ 
ity,  and  their  concentration  of  thought  upon  their  lessons,  to  the  neglect  of  bod¬ 
ily  sensations. 


6 


SCHOOL  ARCHITECTURE. 


These  depleting  influences  exhaust  vital  force,  and,  as  a  consequence,  the 
power  of  resisting  disease,  leaving  the  system  exposed  to  the  whole  brood  of 
difficulties  whose  source  is  blood-poisoning.  Where  a  site  with  natural 
drainage  cannot  be  secured,  artificial  drains  are  indispensable.  Underdraining 
is  preferable,  but  open  drains  are  better  than  pools  of  water  on  or  near  the 
premises.  Decaying  vegetation  and  stagnant  water  are  fruitful  sources  of  dis¬ 
ease  and  death. 

Natural  groves  of  timber  lying  at  the  north  and  west  of  school  buildings 
conduce  to  the  comfort  and  beauty  of  the  place ;  but  trees  should  never  be  per¬ 
mitted  to  interfere  with  the  free  circulation  of  air,  or  to  obstruct  the  sunlight 
from  house  or  grounds. 

^rea  of  the  §ite. 

This  department  has  uniformly  advised  boards  to  secure  sites  containing 
at  least  one  acre,  Under  the  provisions  of  law  this  amount  may  be  taken  with¬ 
out  the  consent  of  the  owner,  but  with  his  consent  any  amount  may  be  ob¬ 
tained.  Enough  should  be  secured  so  that  the  schoolhouse  may  be  placed 
well  back  from  the  road,  away  from  its  dust  and  noise,  leaving  room  in  front 
for  a  smooth  plat  of  turf,  and,  in  the  rear,  for  outbuildings  and  play  grounds. 

When  an  acre  of  ground  is  obtained,  the  following  plan  is  recommended. 
Let  the  site  be  ten  rods  on  the  road  and  sixteen  rods  deep.  Leave  at  least  fifty 
feet  in  front  for  grass  and  flowers.  A  woodhouse  should  be  built  in  the  rear 
or  attached  to  the  schoolhouse,  and  separate  privies  should  be  built  so  far 
apart  that  conversation  in  one  cannot  be  heard  in  the  other.  A  screen  of 
boards  or  of  trees  should  hide  them  from  the  road,  and  a  tight  board  fence  run¬ 
ning  from  the  woodshed  or  rear  of  the  schoolhouse  to  the  rear  of  the  lot, 
should  separate  the  playgrounds  from  each  other. 

T^e  \Y)ell  or  \\)ater  guf>f>l\/\ 

On  every  schoolhouse  site  there  should  be  a  well,  or  some  other  means  of 
procuring  water,  so  placed  and  guarded  as  to  be  perfectly  secure  against  pollu¬ 
tion  from  surface  drainage,  or  filth  of  any  kind. 

No  subject,  except  that  of  ventilation,  is  more  closely  related  to  the  health 
of  pupils  than  an  abundant  supply  of  pure  drinking  water.  Disease  germs 


THE  WATER  SUPPLY. 


7 


often  lurk  in  water  that  is  sweet  to  the  taste,  and  perfectly  transparent  to  the 
sight.  Impurities  in  clear  water  can  only  be  detected  by  chemical  tests  or 
analyses.  Surface  water  is  usually  laden  with  organic  matter,  which  in  its  de¬ 
composition  sets  free  hurtful  gases  that  are  readily  absorbed  by  cold  water. 
To  exclude  such  water  the  well  should  be  sunk  on  high  ground,  and,  if  it  be 
stoned  or  bricked,  the  upper  two  or  three  feet  should  be  built  with  hard  brick, 
laid  in  water-lime;  and  a  brick  dome  should  be  built  over  the  top,  leaving  a 
man-hole,  which  may  be  closed  by  a  flat  stone  set  in  cement. 

In  porous  soils  —  loose  sand  or  coarse  gravel  —  animal  and  vegetable  mat¬ 
ter  are  carried  long  distances  under-ground  by  soaking  rains  and  melting 
snows.  This  tainted  water,  soaking  through  loose  soils,  or  trickling  along 
fissures  in  the  rock,  intercepts  and  poisons  the  hidden  currents  that  are  the 
sources  of  supply  for  wells.  To  avoid  this  dangerous  contamination,  school 
house  sites  ought  to  be  removed  as  far  as  possible  from  privy  vaults,  pig  pens, 
stables,  and  other  places  where  animal  and  vegetable  matter  are  left  to  decay 
on  the  surface.  In  loose  soils,  tube  or  driven  wells  are  safer  than  others. 
These  are  effective  in  keeping  out  worms,  toads  and  other  animals  ;  and  where 
the  water  supply  is  far  below  the  surface,  are  much  less  likely  to  be  infected  by 
leachings  from  privy  vaults. 

privies. 

The  construction  and  care  of  privies  is  a  difficult  part  of  school  manage¬ 
ment.  Much  has  been  written  and  said  about  it,  but  the  utterly  repulsive  con¬ 
dition  of  most  of  these  necessary  conveniences  shows  that  progress  in  this  mat¬ 
ter  has  been  very  slow.  Nevertheless,  the  interests  of  life,  health  and  decency 
demand  that  the  struggle  should  be  continued.  The  following  rules  ought  to 
be  rigidly  observed  in  their  construction. 

1.  They  should  be  private,  that  is,  masked  or  screened  from  observation. 
A  row  of  Balsam  fir  or  Norway  spruce  planted  between  the  privies  and  the 
road  will  make  an  effective  screen  in  a  few  years,  and  will  add  greatly  to  the 
beauty  of  the  place. 

2.  They  should  be  separate,  out  of  sight  and  out  of  mind,  each  from  the 
other. 


8 


SCHOOL  ARCHITECTURE. 


3.  They  should  be  well  lighted  and  well  ventilated. 

4.  They  should  be  constantly  supervised,  —  kept  clean. 

The  last  rule  can  be  obeyed  only  by  constant  and  discreet  vigilance.  It 
will  impose  on  teacher  or  janitor  duties  that  are  always  unpleasant  and  may 
sometimes  seem  to  be  indelicate,  but  the  abhorrent  condition  of  school  privies 
demands  that  almost  any  sacrifice  be  made  to  save  children  from  the  mental 
and  moral  degradation  incident  to  daily  contact  with  indecency. 

Generally  a  little  plain  talk  to  the  boys  will  secure  the  co-operation  of  the 
well  disposed.  With  their  aid,  vigilant  care  on  the  teacher’s  part  will  beget  a 
sentiment  that  will  restrain  the  thoughtless. 

These  outbuildings  should  be  plainly,  but  substantially  built;  they  should 
be  raised  at  least  one  foot  above  the  ground,  and  place’d  on  substantial  founda¬ 
tions.  Inside  walls  and  ceilings  should  be  covered  with  matched  boards,  and 
on  the  last  coat  of  paint  sand  should  be  sifted  to  prevent  marking.  These 
buildings  should  be  separated  into  compartments  by  board  pardtions  six  feet  in 
height.  In  the  boys’  privies  urinals  should  be  provided  discharging  into  the 
vaults,  and  in  each  one  seat  should  be  provided  so  low  that  young  children 
may  occupy  it  and  still  rest  the  feet  on  the  floor.  The  receptacle  for  excre¬ 
ments  should  be  made  water-tight,  so  that  no  portion  of  them  can  be  filtered 
into  the  ground.  Vaults  may  be  of  brick  with  brick  floors,  extending  one  foot 
beyond  and  in  the  rear  of  the  building.  The  vault  floor  should  slope  toward 
the  rear  to  facilitate  cleaning,  and  the  projection  of  the  vault  should  be  closed 
by  a  tightly  fitting  door,  hinged  to  the  house  and  secured  by  a  lock.  From  the 
vault  a  tight  wooden  flue,  six  inches  square,  should  extend  above  the  roof  and 
in  the  rear  of  the  building  for  ventilation.  The  contents  of  the  vaults  should  be 
frequently  covered  with  dry  earth  or  dry  wood  ashes,  and  the  vault  should  be 
cleaned  in  vacation  and  thoroughly  disinfected.  A  cheap  and  effective  disin¬ 
fectant  may  be  had  by  dissolving  chloride  of  lime  in  water,  using  one  pound  to 
a  gallon  of  water.  This  may  be  used  to  disinfect  urinals,  and,  if  sprinkled  oc¬ 
casionally  over  the  floors  of  outbuildings  and  then  washed  off,  will  help  to 
render  their  condition  tolerable. 


0eneral  Recommendations. 


The  plans  herewith  submitted  are  designed  to  meet  the  wants  of  country 
districts  and  of  villages  that  mav  need  houses  of  but  one  to  four  rooms. 

Other  plans  are  given  for  city  schoolhouses,  as  possible  aids  to  boards, 
but  it  is  understood  that  in  the  main  cities  will  build  according  to  the  plans  and 
specifications  of  architects.  The  fundamental  considerations  in  the  construction 
and  arrangement  of  schoolhouses  are  health,  comfort,  convenience  and  cost. 
Of  these  health  is  of  first  importance.  Education  that  costs  the  impairment  of 
health,  or  of  constitutional  vigor,  is  purchased  too  dearly. 

Neat  and  tasteful  schoolhouses  and  grounds  have  an  educational  value 
that  is  beyond  price.  With  proper  care  and  forethought  these  may  add  a 
beauty  to  the  landscape  that  in  reflex  influence  is  inestimable;  but  neither 
health,  nor  comfort,  nor  convenience  should  be  sacrificed  to  architectural  con¬ 
ceits.  Stone  and  hrick  are  more  durable  than  wood,  and  they  give  an  air  of 
strength  and  solidity  that  adds  greatly  to  the  beauty  of  public  buildings. 
When  used  for  school  buildings,  air  spaces  should  be  provided  between  walls 
and  plastering  by  furring.  When  wood  is  used,  the  exterior  of  the  building  . 
should  be  painted  in  sober  colors,  —  drab,  gray  or  brown. 

The  ground  under  school  buildings  should  be  cleared  of  all  rubbish  ;  noth¬ 
ing  should  be  left  to  taint  the  air  by  its  decomposition.  Schoolhouses  should 
always  be  placed  on  substantial  stone  foundations  at  least  two  feet  above  the 
ground,  and  free  circulation  of  air  under  the  floor  should  be  provided  by  open¬ 
ings  in  the  wall,  protected  by  screens  or  iron  rods. 


IO 


SCHOOL  ARCHITECTURE 


I 


School  rooms  ought  to  be  at  least  twelve  feet  between  floor  and  ceiling, 
and  large  enough  to  afford  wide  spaces  about  the  stove,  for  aisles,  and  for  the 
convenience  of  recitation  classes. 

Floors  of  smooth,  narrow,  hardwood  boards,  well  oiled  or  painted  and  well 
matched,  conduce  to  health  and  cleanliness.  An  excellent  finish  may  be  ob¬ 
tained  by  oiling  two  or  three  times  before  using,  and,  during  the  first  year, 
when  the  floor  is  cleaned,  and  while  it  is  moist,  laying  a  fold  of  cloth  saturated 
with  raw  linseed  oil  in  the  mop  and  passing  it  again  over  the  entire  floor.  Soft¬ 
wood  floors  are  very  soon  worn  into  hollows  and  are  splintered  in  such  a  way 
as  to  hold  accumulations  of  dirt,  which,  when  dried  and  trodden  into  impalpable 
dust,  load  the  air  with  the  seeds  of  sickness  that  enter  the  system  by  respiration. 
All  school  room  floors  should  be  doubled,  and  a  lining  of  doubled  sheets  of  felt 
paper  should  be  laid  between  the  floors,  in  the  interest  both  of  economy  and 
comfort. 

In  country  schoolhouses  and  in  primary  rooms  the  base  of  blackboards 
should  be  abo  it  two  and  one-half  feet  from  the  floor.  Wainscoting  under 
blackboards  should  be  crowned  with  a  trough  to  receive  crayons  and  chalk 
dust.  Windows  should  be  neatly  cased  and  capped  and  should  extend  upward 
as  near  to  the  ceiling  as  the  proportions  of  the  building  will  allow.  They 
should  be  grouped  in  twos,  threes,  etc  ,  and  be  large  enough  to  afford  sufficient 
light  in  cloudy  weather,  and  should  be  furnished  with  shades  or  inside  blinds. 
The  latter  are  much  to  be  preferred  and,  in  the  end,  will  be  found  quite  as  eco¬ 
nomical.  Moreover,  inside  blinds  are  the  only  means  known  by  which  the 
quantity  of  light  and  the  mode  of  its  admission  can  be  regulated.  These  blinds 
should  be  made  in  four  leaves,  all  having  rolling  slats,  but  no  panels.  The 
quantity  of  light  should  be  sufficient  to  stimulate  fully,  but  not  to  dazzle  the 
faculty  of  vision.  It  should  come  from  above  the  level  of  the  pupil’s  eye  and  in 
a  manner  that  will  not  interfere  with  its  free  transmission  by  the  reflection  of 
shadows.  Large  panes  of  plate  glass,  of  uniform  density,  free  from  flaws  and 
irregularities,  are  best  for  this  purpose.  Unimpaired  vision  will  compensate 
parents  for  added  cost. 

It  will  add  much  to  the  appearance  of  the  room  if  the  inside  finish  be  of 


GENERAL  RECOMMENDATIONS. 


I  I 


hardwood,  oiled  or  varnished.  It  costs  little  more  to  make  the  room  large 
-enough  to  furnish  wide,  open  spaces  for  aisles,  stove  and  recitation  seats.  These 
spaces  add  to  the  convenience  and  comfort  of  pupils  and  teacher,  and  lessen  the 
danger  from  vitiated  air. 

Dark  corners  ought  to  be  avoided.  Wardrobes  should  open  into  the  room 
so  as  to  be  in  sight  of  persons  in  the  main  room.  They  should  be  furnished 
with  heavy  iron  hooks,  one  row  of  which  should  be  placed  within  the  reach  of 
small  pupils.  Pigeon  holes  for  overshoes  and  cupboards  for  dinner  pails  ought 
also  to  be  furnished.  More  than  one  entrance  to  schoolhouse  and  grounds  is 
desirable. 

The  walls  should  be  plastered  with  three-coat  work,  and,  where  black¬ 
boards  are  to  be  made,  plaster-ol-paris  should  be  used  with  each  coat,  and  the 
lath  should  be  stayed  by  doubling  the  studding.  These  walls  should  be  colored 
gray,  or  reddish  brown.  If  the  ceiling  is  to  be  plastered,  the  joists  should  be 
well  bridged  to  prevent  sagging.  It  is  desirable  that  the  ceilings  should  be 
made  of  narrow  strips  of  matched  boards,  and  painted  some  light  neutral  tint. 
Where  the  foundation  is  good,  so  that  the  building  does  not  settle  or  the  walls 
-crack,  a  fairly  good  blackboard  may  be  made  by  laying  three  or  four  coats  of 
liquid  slating  on  the  ordinary  plaster.  A  better  board  may  be  made  by  putting 
sharp  sand  in  the  last  coat  of  plaster  that  covers  the  spaces  designated  for  this 
purpose.  After  this  is  dry,  well  calendared  manila  paper  of  medium  thickness 
may  be  pasted  and  dried  smooth,  which  will  receive  liquid  slating  as  a  wall 
does,  and  should  be  rubbed  down  with  fine  sand  paper.  Where  walls  are  badly 
cracked  the  manila  paper  may  be  used  as  above.  The  top  of  the  board  should 
be  six  and  one-half  feet  from  the  fioor,  to  enable  teachers  to  put  work  on  the 
board  to  remain  from  day  to  day.  For  the  convenience  of  young  children,  the 
board  should  reach  to  within  two  and  one-half  feet  of  the  floor. 

Ideating  and  Y)en^^a^i°n* 

These  topics  are  treated  together  because  ventilation  in  school  hours  can 
be  effected  only  by  means  of  heating  apparatus.  It  ought  to  be  too  late  to  re¬ 
call  the  well  worn  proofs  that  air  loaded  with  organic  matter,  school  room 
air”  as  it  is  called,  is  the  great  source  of  nervous  disorders,  of  physical  depres- 


12 


SCHOOL  ARCHITECTURE. 


sion,  of  tubercular  diseases  and  consumption.  That  school  children  ar'e  pecul¬ 
iarly  subject  to  the  baneful  influence  of  impure  air  has  been  already  pointed 
out.  It  may  be  added  here  that  their  vivacity  and  sprightliness,  so  far  from 
enabling  them  to  endure  these  noxious  influences  with  impunity,  only  serve  to 
conceal  the  disorganization  of  lungs  and  nervous  system  until  it  is  too  late  to 
apply  the  remedy. 

The  air  of  a  closed  and  crowded  school  room  is  tainted  in  various  ways. 
It  is  devitalized  by  passing  over  super-heated  surfaces  of  iron;  the  lungs  pour 
into  it  great  quantities  of  carbonic  acid,  watery  vapor,  and  worn  out  matter ; 
insensible  perspiration  loads  it  with  animal  excretions;  exhalations  from  the 
body  and  dust  from  everywhere  increase  its  baneful  power.  This  air,  sur¬ 
charged  with  the  seeds  of  death,  enters  the  lungs  by  respiration,  sapping  the 
foundations  of  life  by  poisoning  the  blood;  it  is  absorbed  into  the  walls  and 
ceilings,  whence  it  is  given  back  to  the  air,  causing  the  offensive  odors  so  prev¬ 
alent  in  all  ill  ventilated  school  rooms. 

The  aim  of  ventilation  is  to  furnish  a  constant  supply  of  fresh  air  and  to 
draw  off  foul  air  from  all  parts  of  the  room,  removing  the  products  of  respira¬ 
tion  and  exhalation  as  soon  as  thrown  off,  leaving  no  corners  stagnant  or  un¬ 
swept  by  the  purifying  current.  The  primary  means  of  accomplishing  this  are 
the  windows,  which  must  extend  near  the  ceiling,  so  that  air  entering  by  them 
may  blow  upon  and  carry  away  the  organic  dust  and  condensed  vapor  which 
collect  and.putrify  upon  its  surface. 

The  windows  should  be  numerous,  the  sash  so  arranged  as  to  be  easily 
handled  and  so  placed  as  to  admit  an  abundance  of  air,  and,  most  important  of 
all,  they  must  be  frequently  opened.  Nothing  can  take  the  place  of  aeration  by 
open  windows.  Artificial  ventilation,  although  indispensable  for  changing  the 
air  when  the  windows  are  necessarily  closed,  at  the  best  is  insufficient.  The 
room  must  be  frequently  and  thoroughly  refreshed  and  purified  by  the  sweep  of 
the  free  winds  through  all  its  widely  opened  windows.  Sych  an  atmospheric 
washing  should  be  secured  three  or  four  times  a  day  in  all  weathers.  At  re¬ 
cess,  particularly,  it  should  be  insisted  upon,  banishing  teacher  and  pupils  from 
the  room  meanwhile,  if  necessary. 

The  brightness  of  the  remaining  hours  will  more  than  make  up  for  the 


HEATING  AND  VENTILATION. 


13 


trouble  and  loss  of  time.  Morning  and  evening  the  process  should  be  repeated. 
In  study  hours  windows  can  rarely  be  opened  without  subjecting  pupils  to  dan¬ 
gerous  exposure,  and  other  means  must  be  provided  for  drawing  oft  respired 
and  vitiated  air,  and  supplying  a  constant  inflow  of  untainted  air.  Outflow  and  ' 
inflow  are  inseparably  connected.  Neither  one  can  be  secured  without  the 
other.  As  the  gases  that  are  poured  into  the  air  of  the  school  room  by  respira¬ 
tion  from  the  lungs  and  exhalation  from  the  body  are,  in  the  main,  heavier  than 
atmospheric  air,  their  tendency  is  to  settle,  and  ventilating  flues  should  there¬ 
fore  open  near  the  door. 

It  is  worth  while  to  recall  the  fact  that  the  movement  of  atmospheric  cur¬ 
rents  is  caused  by  difference  of  weight,  which  in  turn  is  the  result  of  difference 
in  temperature.  Flues  built  into  walls  without  provision  for  warming  them  are 
simply  useless.  They  can  neither  “draw”  off,  nor  “suck”  up  the  deleterious 
vapors  of  the  room.  The  action  of  air  in  a  shaft  or  chimney,  whether  warmed 
or  not,  is  precisely  analogous  to  the  movement  of  two  boys  balanced  on  a  see¬ 
saw.  If  their  weight  is  equal,  neither  moves  ;  if  one  is  heavier,  one  descends 
and  the  other  ascends.  So  with  ventilating  shafts ;  the  column  of  air  in  them 
is  balanced  against  a  column  of  the  same  size  and  height  outside  of  them.  If 
the  outer  air  be  cold  and  that  in  the  shaft  is  warm,  the  latter  column  will  be 
slightly  lighter.  This  difference  of  weight,  if  there  be  not  too  much  friction  in 
the  shaft  or  chimney  to  be  overcome,  will  turn  the  balance  and  the  air  in  the 
shaft  will  rise,  cold  air  pressing  in  to  take  its  place.  How  slight  this  moving 
force  is  maybe  seen  from  the  fact  that  a  column  of  air  one  foot  square  and  thirty 
feet  high,  at  a  temperature  of  100  degrees  Fahrenheit,  differs  in  weight  from  an 
equal  volume  at  32  degrees  Fahrenheit  by  only  five  ounces.  Taking  from  this 
the  friction  of  both  currents,  ascending  and  descending,  will  give  the  measure  of 
the  ascensive  force.  Slight  as  this  force  is,  it  is  all  there  is  to  depend  on.  It 
is  obvious  that  all  air  ducts  should  be  smooth  and  as  straight  as  possible.  Every 
angle  and  elbow  increases  the  friction,  and  so  obstructs  the  free  passage  of  air. 
Let  it  be  remembered  that  the  movement  of  the  balance  depends  wholly  on  the 
freedom  of  action  of  both  its  sides.  The  heated  column  has  no  force  to  spare 
for  “sucking”  in  cold  air  through  insufficient  openings,  to  supply  the  place 


SCHOOL  ARCHITECTURE. 


which  it  leaves.  Still  less  has  it  the  power  of  going  off  by  itself,  leaving  a 
vacuum  behind.  Unless  cold  air  is  ready  in  equal  measure  to  supply  the  place, 
the  warmer  column  will  wait  for  it,  —  in  other  words  stagnate,  —  and  there  will 
be  no  draught. 

That  this  is  the  condition  of  many  ventilating  flues  may  be  shown  by  hold¬ 
ing  a  light  handkerchief,  or  burning  a  match  before  them.  On  the  other  hand, 
fresh  air  can  be  brought  into  the  room  only  by  providing  for  the  escape  of  foul 
air.  An  attempt  to  blow  into  a  bottle  will  show  this,  and  will  also  show  why  it 
often  happens  that  rooms  cannot  be  warmed  from  hot-air  furnaces  until  a  window 
or  other  outlet  is  opened,  allowing  the  pent-up  atmosphere  to  escape  and  the  fresh 
supply  to  enter  in  its  place.  In  order  then  that  there  may  be  a  flow  of  air 
through  a  room,  both  inlet  and  outlet  channels  must  be  large,  straight  and 
smooth,  thus  reducing  the  friction  of  air  upon  the  surfaces  of  both  ducts  to  a 
minimum.  One  large  flue  is  better  than  two  small  ones.  Friction  varies  as 
the  surface  of  the  conductor.  A  ventilating  duct  two  feet  square  exposes  eight 
square  feet  of  its  surface  to  each  four  cubic  feet  of  air  moved  through  it ; 
whereas,  four  ducts  having  equivalent  cross-section  capacity  would  expose  six¬ 
teen  square  feet  of  surface  to  friction  for  each  four  cubic  feet  of  air  moved.  A 
shaft  two  feet  in  diameter  will  conduct  about  the  same  amount  of  air  as  six 
shafts,  each  one  foot  in  diameter.  For  country  schoolhouses,  and  others 
warmed  by  stoves,  flues  may  be  built  into  the  walls,  reaching  to  a  ventilator  in 
the  roof ;  but  these,  to  be  effective  must  be  warmed  in  some  way.  Fleat  enough 
will  be  radiated  from  a  large  kerosene  lamp  placed  in  the  opening  to  a  foul  air 
duct  to  cause  an  upward  flow  of  air.  But  an  open  fireplace  is  the  best  of  all 
ventilators  for  this  class  of  buildings.  An  open  fire  causes  an  immediate  up¬ 
ward  current  of  cold  air  through  the  chimney.  This  exhaustion  of  cold  air 
from  the  lower  strata,  in  turn  causes  the  warmer  air  from  the  ceiling  to  de¬ 
scend,  warming  the  floor  and  equalizing  the  temperature  of  all  parts  of  the 
room.  This  open  fire,  if  kept  burning  till  the  walls  of  the  chimney  are  heated 
will  cause  the  upward  current  of  air  to  continue  long  after  the  fire  is  burned 
out,  if  fresh  air  is  supplied  to  take  its  place.  This  fresh  air  may  be  admitted 
through  an  opening  in  the  outside  wall,  and  conducted  under  the  floor  by  a  tin 
or  wooden  pipe  to  the  stove,  into  a  chamber  or  jacket  that  incloses  the  bottom 


HEATING  AND  VENTILATION. 


15 


and  reaches  half  way  up  the  sides  of  the  stove.  This  jacket  should  be  made  of 
galvanized  iron.  Ventilating  stoves,  of  which  many  kinds  are  manufactured, 
accomplish  the  same  end  economically  and  thoroughly.  The  practical  diffi¬ 
culty  with  these  ventilating  stoves  is  that  they  send  the  warm  air  up  to  the  ceil¬ 
ing,  and  the  lower  part  of  the  room  must  wait  until  the  upper  regions  are  com¬ 
pletely  filled  before  it  is  affected  by  the  warmth.  This  difficulty  is  overcome 
by  an  open  fire,  which,  by  its  powerful  draught,  immediately  sets  up  a  circula¬ 
tion  from  the  upper  to  the  lower  strata.  These  upward  and  downward  currents 
commingle  and  so  equalize  the  temperature  of  all  parts  of  the  room. 

Direct  radiation  from  an  open  fire,  by  warming  the  floor  and  the  lower 
strata  of  air  first,  is  a  thoroughly  reliable  factor  in  producing  uniformity  of  tem¬ 
perature  throughout  the  room. 

Fresh  air  may  be  admitted  from  the  outside  through  an  open  window,  even 
*  in  study  hours,  when  the  current  comes  from  behind  the  stove  so  that  the  in¬ 
coming  air  must  pass  it  before  reaching^  the  pupils.  Even  then  it  is  better  to 
place  a  board  on  the  window-sill,  directly  under  the  lower  sash,  and  into  this 
to  insert  two  six-inch  elbows,  furnished  with  dampers,  and  so  placed  that  the 
incoming  current  of  air  shall  have  an  upward  direction.  The  momentum  of 
this  current  will  carry  it  far  toward  '  the  ceiling,  and  its  temperature  will  be 
raised  by  the  air  of  the  room  before  it  reaches  the  floor.  Heating  with  an  air¬ 
tight  stove,  baking  the  bodies  and  brains  of  children  in  an  unchanged  atmos¬ 
phere,  that  reeks  with  carbonic  acid  and  organic  exhalations,  may  save  fuel, 
but  it  wastes  life.  In  fact,  however,  there  is  economy  in  wise  ventilation.  The 
sluggishness  that  is  caused  by  breathing  impure  air  is  attended  with  a  sense  of 
chilliness  even  at  high  temperatures. 

furniture. 

The  size  and  shape  of  a  school-room  determines  the  arrangement  of  its 
furniture.  Every  school-room  should  be  large  enough  for  the  personal  accom¬ 
modation  of  the  teacher,  and  for  purposes  of  recitation.  It  should  also  be  suf¬ 
ficiently  large  to  furnish  each  pupil  with  space  enough  for  a  desk,  and  for  free 
and  unobstructed  movement.  Every  child  has  a  right  to  his  own  personality 
and  his  own  share  of  uncontaminated  air.  The  addition  of  two  or  three  feet  to  the 
length  and  breadth  of  a  school-room  adds  little  to  the  expense,  but  adds  much 


i6 


SCHOOL  ARCHITECTURE. 


\ 


to  the  comfort  and  convenience  of  pupils  and  teacher.  In  adaptation  to  the 
needs  of  the  school-room,  the  best  school  furniture  leaves  little  to  be  desired, 
and  the  best  will  in  the  end  be  found  to  be  the  cheapest.  Great  care  should  be 
taken  to  adapt  the  height  of  seats  and  desks  to  the  size  of  the  children  who  oc¬ 
cupy  them.  Some  seats  should  be  furnished  for  every  ungraded  school  so  low 
that  the  youngest  pupils  may  occupy  them  and  still  rest  the  feet  squarely  on 
the  floor  ;  and  others  so  high,  that  the  larger  pupils  may  use  them  without 
discomfort.  It  is  important,  also,  that  the  pupils’  desks  be  brought  so  near  the 
seats  that  they  may  use  them  in  writing  or  in  slate  work,  and  still  maintain 
upright  positions. 

Folding  seats  allow  the  forward  edge  of  the  seat  to  be  placed  directly 
under  the  edge  of  the  desk  in  front,  and,  when  folded,  leave  room  for  pupils  to 
pass  in  or  out.  For  this  reason,  and  to  economize  space  as  well,  desks  with 
folding  seats  are  preferable.  Single  are  better  than  double  desks,  for  many  . 
reasons.  Double  desks  make  possible  the  spread  of  vermin  and  disease,  and 
the  contamination  of  the  pure  by  contact  and  close  relationship  with  immoral 
seat  mates.  The  amount  of  genuine  study  is  lessened  and  the  need  of  disci¬ 
pline  is  increased  by  compelling  children  to  sit  together  at  the  same  desk. 
The  necessary  noise  of  the  school  room  is  augmented,  the  temptations  to  carry 
on  visitations  in  study  hours  are  multiplied,  and  orderly  habits  are  broken  up, 
by  this  means. 

Every  school  room  ought  to  be  a  place  for  the  formation  of  correct  busi¬ 
ness  habits.  Every  pupil  should  be  held  responsible  for  the  proper  care  of  his 
own  seat  and  desk,  for  the  neat  and  orderly  arrangement  of  his  own  books  and 
papers,  and  for  rigid  abstinence  from  interference  with  the  books  or  papers  of 
another.  All  this  is  impossible,  or  nearly  so,  where  two  share  one  desk.  To 
divide  responsibility  is  to  weaken  and  destroy  it. 

Many  things  essential  to  the  comfort  and  efficiency  of  schools  are  some¬ 
times  overlooked  by  districts.  Mention  may  be  made  of  the  following  essential 
things.  Walks  and  steps  should  be  supplied  with  foot  scrapers.  Strips  of 
band  iron,  securely  fastened  to  one  step,  projecting  half  an  inch  above  the  sur¬ 
face  of  the  tread,  make  excellent  and  economical  scrapers.  Every  outside  door 
should  be  provided  with  one  or  more  coarse  mats,  metallic,  rubber  or  cocoa, 


SCHOOL  ARCHITECTURE. 


I  7 


andthe  inside  doors  with  finer  ones.  A  good  clock  placed  in  plain  sight  of  the 
whole  school  is  a  valuable  addition  to  school  furniture.  System  in  school  oper¬ 
ations  depends  upon  the  proper  observance  of  time,  and  accuracy  and  ease  in 
the  movement  of  classes  are  more  readily  secured  when  each  pupil  knows 
when  his  division  or  class  is  to  recite. 


Plans  of  §cbool  Rouses. 


The  following  electrotypes  have  been  made  after  plans  prepared  under  the 
supervision  of  the  department  officers ;  some  of  them  especially  for  the  pur¬ 
poses  of  this  circular,  and  others  have  been  selected  from  the  portfolios  of 
architects  of  repute,  who  worked  them  out  and  wrought  them  into  forms  in 
different  sections  of  the  country.  Some  houses  represented  in  this  circular 
have  had  the  approval  of  school  officers  after  actual  use  for  a  series  of  years. 

The  plans  herewith  submitted  may,  in  certain  cases,  need  modifications  to 
adapt  them  to  local  wants,  but  it  is  urged  that  the  important  features  of  these 
designs  be  preserved.  Floor  space  should  be  sufficient  to  allow  ample  passage 
ways  for  pupils,  and  to  enable  teachers  to  handle  and  interchange  classes  with¬ 
out  confusion  and  without  jostling. 

Provisions  for  lighting,  warming  and  ventilating  rooms  should  never  be 
stinted.  All  stairways  should  be  covered,  and  inside  ascents  should  be  by  easy 
flights  having  a  “  run,”  or,  better  stiP,  a  “  return  ”  in  the  middle. 

Schoolhouse  stairs  should  have  twelve,  or,  at  the  least,  eleven-inch  treads, 
and  six,  or,  at  the  most,  seven-inch  risers. 

Local  builders  may  obtain  additional  information  relating  to  these  plans  by 
corresponding  with  the  architects  who  furnished  them.  Their  names  and  ad¬ 
dresses  will  be  found  at  the  close  of  this  circular. 


1 8 


SCHOOL  ARCHITECTURE. 


To  aid  in  determining  the  necessary  size  of  schoolrooms,  a  table  showing 
the  dimensions  of  the  various  sizes  of  school  desks,  is  here. inserted. 


SINGLE 

DESKS. 

GRADE. 

DOUBLE  DESKS. 

Size. 

Height 

of 

Seat. 

Width 

of 

Top. 

hJD 

0> 

1-3 

Floor 

Space. 

Age 

Accom¬ 

modated. 

S3 

02 

Height 

of 

Seat. 

Width 

of 

Top. 

rd 

■P 

bo 

G 

<V 

Floor 

Space. 

Age 

Accom¬ 

modated. 

A 

16 

16 

24 

33 

Adults. 

. Normal . 

A 

16 

16 

40 

33 

Adults. 

B 

15 

15 

24 

31 

17  to  20 

. . .  High  School . . . 

B 

15 

15 

40 

31 

17  to  20 

C 

14 

14 

21 

27 

13  to  17 

.Grammar  School. 

C 

14 

14 

38 

27 

13  to  17 

D 

13 

13 

21 

27 

10  to  13 

.1st  Intermediate. 

D 

13 

13 

38 

27 

10  to  13 

E 

12 

12 

18 

26 

7  to  10 

.2nd  Intermediate. 

E 

12 

12 

36 

26 

7  to  10 

F 

11 

12 

18 

26 

5  to  7 

...  .  Primary . 

F 

11 

12 

36 

26 

5  to  7 

Country  districts  will  rarely  or  never  need  larger  desks  than  those  that  are 
marked  in  this  list  “  C.”  Ordinarily  the  desks  of  country  schoolhouses  will 
be  well  chosen  if  one-third  of  them  be  of  the  size  marked  “  C,”  one-third  of  the 
size  marked  “  D,”  and  the  remainder  be  divided  between  those  marked  “E” 
and  those  marked  “  F.”  The  larger  desks  should  be  placed  at  the  rear  of  the 
row  of  forms,  the  medium  sizes  in  the  middle  and  the  smallest  in  front.  The 
front  row  of  desks  should  have  no  seats  attached,  thus  affording  an  opportunity 
to  place  recitation  seats  in  front  of  the  row  of  forms.  The  aisles  between  the 
desks  should  be  twenty  inches,  measured  from  the  extreme  edge  of  one  top  to 
that  of  another.  The  side  aisles  should  be  at  least  thirty  inches  in  the  clear, 
and,  where  it  is  practicable,  a  center  aisle  of  the  same  width  should  be  left. 
Where  space  permits,  three  feet  may  be  allowed  for  side  aisles.  The  list  will 
enable  mechanics  to  estimate  the  seating  capacity  of  a  room,  if  they  remember 
that  the  words  “floor  space”  in  the  list  mean  the  distance  from  the  back  of 
one  seat  to  the  back  of  another. 


ONE  ROOM  SCHOOL  HOUSES 


19 


0ne  Room  gcbool  Rouses. 

These  plans  are  designed  to  aid  those  country  and  village  districts  that 
can  ill-afford  to  employ  an  architect.  It  is  hoped  that  they  offer  valuable  sug¬ 
gestions,  and  will  help  districts  to  furnish  schoolhouses  that  are  better  lighted, 
better  warmed  and  ventilated,  and  that  will  furnish  better  conveniences  for 
pupils  and  teachers  than  are  ordinarily  found  in  one-room  school  buildings. 

They  will  accommodate  from  35  to  75  pupils,  and  may  be  built  at  a  cost 
varying  from  $500  to  $1,200.  The  first  cut,  from  designs  by  J.  Bruess,  of  Mil¬ 
waukee,  gives  the  front  elevation,  a  perspective  view,  and  the  floor  plan  of  a 
plain  building,  designed  for  country  districts.  The  style  is  simple  and  inex¬ 
pensive.  A  small  fireplace,  designed  to  aid  in  ventilating  the  room,  and  a  sash 
door,  giving  egress  to  the  boys’  play  ground,  are  shown  in  the  floor  plan.  The 
room  should  be  warmed  by  a  ventilating  stove  which  is  supplied  with  pure  air 
by  a  flue  leading  from  the  outside  under  the  floor,  and  through  an  opening  in 
the  floor  under  the  stove  to  a  hot  air  chamber.  Blackboards  of  suitable  width 
should  extend  along  the  entire  endt  opposite  the  entrance,  and  along  either  side 
to  the  first  window.  They  may  be  extended  across  all  the  spaces  between  win¬ 
dows.  The  teacher’s  table  is  at  the  rear  of  the  room,  and  the  pupils  sit  with 
their  backs  to  the  entrance. 


20 


PLAN  NO.  I . 


J  BRUESS, 

l\/i  I  L  WA  U  K  E  E 


front  elevation 


PERSPECTIVE  VIEW  NO 


I 


21 


✓ 


4-fts  /Y*YO 


FLOOR  PLAN  NO.  I. 


Z  %  ! 


ft 


Be  r  S 

wa  R  DRO  BE 


y-  /?  kyo 


yo 


PLAN  NO.  2. 


23 


Plan  No.  2,  adapted  by  W.  G.  Kirchoffer,  of  Elkhorn,  Wis.,  presents  the  floor 
plan,  the  front  and  side  elevations  of  a  one  room  schoolhouse,  built  on  the 
high  school  grounds  at  Sparta,  Wis.  The  entrance  is  lighted  by  a  transom 
window  over  the  front  doors,  and  the  wardrobes  by  high,  small  windows,  as 
shown  in  the  cut.  The  school  room  is  lighted  by  windows  in  the  rear,  and  on 
one  side  of  the  building.  One  side  of  the  building  is  without  windows,  leaving 
an  entire  wall  to  be  occupied  with  blackboards.  This  blank  wall  will  be  an 
undesirable  feature  where  a  house  must  be  so  placed  that  both  sides  are  ex- 
posed  to  view.  This  may  be  remedied  by  building  both  sides  of  the  house 
alike,  leaving  the  rear  wall  blank,  reversing  the  pupils’  desks,  and  placing  the 
teacher’s  table  and  the  blackboards  at  the  end  opposite  the  entrance.  It  will 
be  noticed  that  the  only  entrance  to  the  school  room  is  through  the  ward¬ 
robes.  A  better  arrangement  may  be  effected  by  placing  the  teacher’s  table  and 
platform,  if  a  platform  be  thought  desirable,  at  one  side  of  the  center  of  the 
front  end  of  the  room,  and  inserting  a  door  between  the  hall  and  the  main 


room. 


24 


PLAN  NO.  2,  FRONT  ELEVATION. 


PLAN  NO.  2,  SIDE  ELEVATION. 


25 


26 


FLOOR  PLAN  NO.  2. 


SCHOOL  ARCHITECTURE. 


27 


The  next  diagrams  present  front  and  side  elevations  and  floor  plans  of  a 
schoolhouse  drawn  from  designs  furnished  by  this  office.  It  will  easily  seat 
48  pupils  in  single,  or  64  in  double  desks.  More  may  be  seated  by  narrowing 
the  aisles;  but  these  open  spaces  are  invaluable  sources  of  pure  air.  The  plan 
is  drawn  for  48  single  desks,  arranged  in  six  rows  ;  for  side  aisles,  three  and 
one-half  feet  wide ;  for  passage-ways  between  the  desks,  twenty  inches  between 
the  extreme  edges  of  the  desk  tops,  and  a  center  aisle  thirty  inches  in  width. 
Blackboards  extend  across  the  end  and  on  the  sides  to  the  first  windows.  It  is 
well  to  fill  all  the  spaces  between  the  windows  on  the  sides  of  the  room  with 
blackboards  of  suitable  width.  A  sash  door  on  one  side  of  the  fireplace  af¬ 
fords  an  opportunity  to  overlook  the  boys’  playground,  and  ready  access  to  a 
woodhouse  in  the  rear.  A  tight  board  fence,  six  or  eight  feet  high,  extending 
from  the  woodhouse  to  the  rear  of  the  lot,  should  divide  the  boys’  from  the 
girls’  play  ground.  Separate  entrances  are  provided,  and  all  but  one  of  the 
steps  leading  to  the  landing  are  within  the  house.  The  partitions  enclosing 
wardrobes,  and  dividing  them  and  the  entrances  from  the  main  room,  should 
be  about  seven  feet  high,  of  matched  hardwood  boards  finished  in  oil,  with 
base  board  and  cornice.  This  arrangement  adds  more  than  one  thousand  cubic 
feet  to  the  reservoir  whence  air  is  to  be  drawn  for  respiration,  and  affords  ex¬ 
cellent  means  for  admitting  fresh  air.  By  closing  entrance  and  wardrobe  doors 
and  opening  wardrobe  windows  the  cool  air  from  the  outside  will  be  warmed, 
as  it  passes  over  the  partition,  by  contact  with  the  heated  air  of  the  upper  por¬ 
tions  of  the  room.  Between  the  wardrobes  a  recess,  reaching  to  the  front  win¬ 
dow,  affords  space  for  library  cases  and  for  a  dictionary  table.  In  front  of  this 
recess  stands  the  heater,  a  ventilating  stove  to  be  supplied  with  fresh  air  by  the 
process  outlined  under  cut  No.  1.  The  stovepipe,  leading  to  the  chimney  in 
the  opposite  end  of  the  room,  should  be  suspended  as  near  the  ceiling  as  safety 
will  permit,  and  should  be  shielded  on  the  lower  side  by  a  half-round  of  tin  to 
prevent  the  downward  radiation  of  heat.  Between  the  stove  and  the  desks 
a  screen,  panelled  with  zinc,  hinged  like  a  clothes-horse  and  made  stable  by 
large  feet  of  hard  wood,  should  be  placed.  Two  desks  nearest  the  heater,  as 
shown  in  the  diagram,  may  be  omitted  when  the  pupils  can  be  seated  without 
them.  The  fireplace  is  invaluable  as  a  means  of  ventilation.  It  may  be  re- 


28 


PLANS  OF  SCHOOL  HOUSES. 


peated  :  that  a  constant  supply  of  fresh  air  can  be  obtained  only  where  provision 
is  made  for  a  steady  outflow.  A  ventilating  stove  can  neither  “  suck  ”  nor 
“draw”  more  than  the  normal  amount  of  air  into  a  closed  room.  All  air 
movements  are  caused  by  the  inequality  of  weight  in  the  several  strata,  and 
this  is  the  result  of  difference  in  temperature.  The  air  in  contact  with  a  heated 
surface  is  expanded  and  rises  to  the  ceiling,  and  this  process  goes  on  until  the 
lower  strata  are  warmed  by  contact  with  those  above.  It  is  evident  that  before 
the  floor  can  be  comfortably  warmed,  the  upper  portions  must  be  intensely 
heated.  Any  process  that  will  bring  this  warm  air  in  constant  flow  to  the 
region  where  pupils  sit,  will  be  not  only  life-giving,  but  money-saving.  When 
a  fire  is  kindled  in  an  open  fireplace,  the  column  ot  air  in  the  chimney  is  rarified 
and  is  forced  upward  by  a  current  of  cooler,  and  hence  heavier  air  from  the  floor. 
Warm  air  from  above  descends  to  take  its  place,  and  fresh  air  from  out  of  doors 
flows  through  the  hot-air  chamber  of  the  ventilating  stove  into  the  reservoir 
thus  created  for  it.  The  circuit  is  complete,  and  provision  is  made  for  bring¬ 
ing  warmth  into  the  region  where  pupils  sit,  for  supplying  fresh  and  removing 
vitiated  air;  but  it  was  the  open  fire  that  started  the  current.  The  current  thus 
started  by  a  fire  kindled  in  the  morning  will  continue  long  after  the  fier  is  ex¬ 
tinct. 

Comfort  and  economy  will  be  subserved  by  lining  schoolhouse  floors  with 
softwood  boards,  but  the  floor  itself  should  be  made  of  narrow  strips  of  hard¬ 
wood,  matched  and  finished  in  oil. 


PLAN  NO.  3,  FRONT  ELEVATION 


29 


30 


PLAN  NO.  3,  SIDE  ELEVATION 


FLOOR  PLAN  NO.  3. 


31 


e 


Z2  '  O 


cable:  window 

v:ts  /It-  Zb.. 


32 


ONE  ROOM  SCHOOL  HOUSES. 


T  he  fourth  design  is  taken  from  the  circular  issued  by  Superintendent 
Whitford,  in  1882.  It  gives  a  perspective  view,  a  cross  section,  basement  and 
floor  plans  of  a’one-room  building,  drawn  by  Messrs.  Edbrooke  and  Burnham, 
architects,  Chicago.  “  The  size  of  the  main  building  is  24^  by  36  feet,  and  it  is 
13  feet  between  joists.  The  wood-house  is  8^  by  1 1  ^  feet,  and  its  height  is 
10  feet  between  joists.  The  floor  surface  of  the  wardrobes,  each  5  by  8*4 
feet,  is  85  square  feet  ;  and  of  the  school-room,  23  by  29  feet,  is  667  square  feet. 
It  furnishes  ample  space  for  forty-two  pupils  at  double  desks,  and  it  can  well 
accommodate  thirty-six  at  single  desks.  For  each  of  the  former  number  of  pu¬ 
pils,  the  school-room  provides  nearly  16  square  feet  of  floor,  and  fully  206 
cubic  feet  of  air ;  and  for  the  latter  number,  18^  square  feet  of  floor,  and  240.8 
cubic  feet  of  air.  The  area  of  the  windows  in  this  room  is  equal  to  almost  one- 
fourth  of  its  floor  surface. 

“The  main  feature  of  this  building  consists  in  the  superior  facilities  for 
warming  and  ventilating  the  schoolroom.  The  fresh  air,  after  entering  the  air- 
chamber  through  the  openings  in  the  outside  walls  under  the  joists,  passes 
another  opening,  at  least  20  by  22  inches  in  size,  into  one  of  Smead’s  school¬ 
room  heaters,  where  it  is  warmed  to  about  120  degrees  on  an  average.  It 
then  is  driven  into  the  room  in  the  volume  already  mentioned  and  distrib¬ 
uted  throughout  in  course  of  thirty  minutes.  It  is  afterwards  withdrawn, 
as  it  descends  to  the  floor,  first,  in  part  by  the  draft  of  the  heater ;  and 
second,  through  the  registers  and  under  the  floor,  and  then  into  the 
ventilating  flue  in  the  chimney.  Three  forces  are  always  operating  in  cold 
weather  to  drive  the  foul  air  through  these  registers,  viz.:  the  expansive  power 
given  by  the  heater  to  the  air  as  it  enters  the  room ;  the  condensation  of  the  air 
as  it  cools  rapidly  in  contact  with  the  windows,  where  it  drops  immediately  into 
the  registers  beneath ;  and  the  exhaustion  created  in  the  ventilating  flue  by  the 
heat  derived  from  the  smoke  escaping  through  another  flue  in  the  chimney.  If 
desired,  a  cheaper  device  in  the  form  of  a  cast-iron  ventilating  base  can  be 
placed  in  the  wall  next  to  the  floor  under  each  window  of  the  room,  in  the  place 
of  the  register,  as  shown  on  the  floor  plan.” 


PLAN  NO.  4,  PERSPECTIVE  VIEW 


33 


34 


PLAN  NO.  4,  CROSS  SECTION 


X\ 


NO.  4,  GROUND  PLAN. 


35 


36 


FLOOR  PLAN  NO.  4. 


TWO  ROOM  SCHOOL  HOUSES. 


37 


^wo  Room  gehool  Rouses. 


The  succeeding  diagrams  give  the  front  elevation,  basement  and  floor  plans 
of  a  two-room  building,  from  designs  by  J.  Bruess,  of  Milwaukee.  It  will  be 
noticed  that  closets  are  provided  for  in  the  basement.  These  can  be  used  as 
water  closets  in  places  where  water  and  sewerage  are  supplied ;  or  the  contents 
of  the  vaults  can  be  dessicated  by  currents  of  air  drawn  through  the  basement 
in  the  process  of  ventilation.  Many  basement  privies  of  school  houses  are  ren¬ 
dered  entirely  wholesome  by  the  latter  process,  and  many,  perhaps  all  of  the 
firms  engaged  in  warming  and  ventilating  public  buildings  by  means  of  hot  air, 
will  provide  for  this  desiccation  and  guarantee  results.  Outbuildings,  used  as 
privies,  are  unsightly,  and,  in  thickly  settled  neighborhoods,  it  is  nearly  im¬ 
possible  to  prevent  their  becoming  public,  as  well  as  private  nuisances.  So  far 
as  practicable  they  should  be  abated  in  the  interest  of  health  and  of  decency 
alike. 

A  principal’s  room  may  be  finished  over  the  entrance,  to  which  access  may  be 
provided  by  a  stairway  placed  on  one  side  of  the  entrance,  as  shown  in  the  cut. 
On  the  other  side  a  closet  is  provided  for  the  necessary  equipments  of  a  school- 
house,  such  as  brooms,  maps,  dust  pans,  etc.  A  flight  of  stairs  leads  from  the 
staircase  hall  to  the  attic,  and  if  a  walk  be  laid  across  this,  entrance  to  the  prin¬ 
cipal’s  room  may  be  obtained  in  this  way  also.  Dormer  windows  are  provided 
for  the  attic,  and  the  plan  is  so  drawn  that  another  room  may  be  extended  from 
the  staircase  hall,  without  marring  the  harmony  of  the  design.  This  addi¬ 
tional  room  should  be  the  same  size  and  shape  as  those  shown  in  the  cut.  The 
building  has  an  attractive  exterior,  and  is  well  planned  for  ward  and  village 
schools.  The  perfect  adaptation  of  the  design  to  a  two  or  three-room  building 
s  an  especially  desirable  feature. 


38 


NO.  5,  FRONT  ELEVATION 


-FRONT  ELEVAT  ION  .. 


I 


39 


BASEMENT  PLAN  NO. 


o 

n 

1  / 

O 

Y 

<  Ij 

vii 

j.i 

JtJ 

platform 

uj  ! 

CD  £, 

o  S 

FIRST  FLOOR  PLAN 


<39*  6 


40 


FIRST  FLOOR  PLAN,  NO.  5. 


JV  6. 


BASEMENT  PLAN. 


J  BRUCSS. 


M  1  i_  WA  u  K  E.  E.. 


3Y. 


TWO  ROOM  SCHOOL  HOUSES. 


41 


The  sixth  design  is  from  the  circular  by  Superintendent  Whitford  and 
“  was  prepared  by  H.  C  Koch  &  Co.,  architects,  of  Milwaukee.  It  is  for  a 
brick  building,  with  frame  gables  to  imitate  timber-work,  having  panels  finished 
with  shingles  or  common  siding.  Its  entire  length  is  82  feet.  It  has  only  one 
story,  and  provides  for  the  girls  and  boys  separate  wardrobes,  each  5  feet  in 
width.  It  has  also  a  teacher’s  room,  12  by  16  feet  in  size,  which  can  also  be 
used  for  the  recitation  of  classes  when  desired.  The  larger  school-room  is  25 
by  43  feet  at  the  floor,  and  will  accommodate  about  75  pupils;  and  the  smaller 
one,  25  by  34  feet,  and  will  accommodate  about  55  pupils.  The  height  of  these 
rooms  should  be  14  feet,  to  increase  somewhat  the  air  space,  which,  with  the 
floor  surface,  in  this  design  as  well  as  in  the  previous  one,  is  not  quite  sufficient, 
even  if  only  small  children  should  occupy  the  seats  furnished.” 


42 


PLAN  NO.  6,  PERSPECTIVE  VIEW 


FLOOR  PLAN,  NO.  6. 


43 


□BMmmmmmfflmmffia 


QDommmciQDDiiiiiimmmiiioDa 

nrwmmmmnnmmnnmmmmni 

mmmmismmfflmmmmma 

inmmmmmmmmmmmnnrm 

omnoffiQnfflmmffimmmmnnQ 


i  /\  l 

1  1 

44 


THREE  ROOM  SCHOOL  HOUSE. 


The  seventh  design  presents  a  perspective  view  and  floor  plan  from  the 
same  circular,  from  plans  furnished  by  H.  C.  Koch  &  Co.,  Milwaukee.  “  It  is  for 
an  elegant  one-story  school  building,  containing  three  school  rooms  and  a 
teacher’s  room,  which  are  connected  together  by  a  long  corridor  in  front. 
Separate  wardrobes  for  girls  and  boys  lead  from  this  corridor  into  the  school 
rooms,  and  are  used  for  the  entrance  and  exit  of  the  pupils.  The  school  rooms 
are  indicated  by  the  rows  of  desks  on  the  plan.  The  room  shown  without 
desks  is  for  the  principal  of  the  school,  and  can  be  used  for  the  recitation  of 
classes  when  necessary.  The  central  part  of  the  building  is  140  by  46  feet,  and 
will  accommodate  228  pupils  in  the  three  rooms.  This  design  requires  that  the 
building  be  of  brick,  with  a  stone  basement  up  to  the  line  of  the  top  of  the 
water-table.  The  belts  and  pilasters  are  of  brick ;  and  the  copings  on  gables 
of  stone  or  terra  cotta.  This  roof  may  be  slated  or  shingled.  ” 


■ 


PERSPECTIVE  VIEW,  NO.  7. 


45 


46 


FOUR  ROOM  SCHOOL  HOUSE 


* 


The  eighth  design  represents  a  four-room  school  house  that  was  built  on 
Meader  street,  in  Providence,  R.  I.  The  cuts  present  one  elevation,  the  base¬ 
ment,  first  and  second  floor  plans  of  an  admirable  building  for  a  ward  or  villa g 
school  house.  This  design  was  commended  as  a  model  by  the  school  commise 
sioner  ol  Rhode  Island,  in  his  report  for  1891. 


t 


PLAN  NO.  8,  PERSPECTIVE  VIEW, 


47 


48 


PLAN  NO.  8,  BASEMENT  PLAN 


49 


PLAN  NO.  8,  FIRST  FLOOR. 


50 


PLAN  NO.  8,  SECOND  FLOOR 


PLAN  NO.  9 


51 


The  ninth  design  gives  cuts  of  a  four-room  building,  erected  at  Bayfield  in 
1889.  Staircases,  wardrobes,  corridors,  library  and  office  are  amply  lighted 
and  are  easily  accessible. 


section  a  a 


EAST  Si  0  E  ELEVATION 


52 


PLAN  NO.  9,  BASEMENT. 


4  FEET  *  |  INCH 


PLAN  NO.  9,  FIRST  FLOOR. 


53 


rif^ST  STOF^Y  plan 

^  FELT  =  i  INCH 


/ 


54 


PLAN  NO.  9,  SECOND  FLOOR. 


A 


SECOND  S  LOR  V  PLAN. 

tf-fEET-  J  I/m  CH- 


PLAN  NO.  10 


55 


The  next  plan  —  the  tenth  in  the  series  —  presents  a  combination  of  three 
rooms  on  the  first  floor,  and  a  high  school  room  and  two  recitation  rooms  on 
the  second  floor.  This  house  is  fairly  equivalent  to  a  sixroom  building,  and  is 
provided  with  such  auxiliary  rooms  as  a  first-class  building  of  this  kind  re¬ 
quires. 


56 


PLAN  NO.  10. 


H  L  LEy-yVI an  i>p  E:  LJ>  /  R5  HJ 

rREEP6vj~  - ^3e c°a x> -^yfony- /wn 


EIGHT  ROOM  BUILDING. 


57 


The  eleventh  design  gives  a  perspective  view  and  floor  plans  of  an  eight- 
room,  two-story  building.  This  house  has  a  fine  front  that  is  unique  in  ap¬ 
pearance,  but  the  cut  fails  to  convey  its  real  attractiveness.  It  will  be  noticed 
that  but  one  wardrobe  is  provided  for  each  room.  Each  of  these  rooms  should 
be  divided  by  a  partition,  thus  furnishing  separate  accommodations  for  the 
sexes,  and  additional  exits  should  be  provided. 


PLAN  NO.  I  I. 


58 


j '  *■  4-isN  m  ( -'isod  33jui  - 

-  /fi3-ul)N'y/~A3iHV±Ck> 


59 


NO.  II,  FLOOR  PLANS. 


7* 


T5 

r 

z 


J 


6o 


SIX  ROOM  BUILDING. 


The  twelfth  diagrams  exhibit  a  house  built  in  1888  at  Prescott,  which  has 
given  great  satisfaction  in  its  accommodations  for  the  several  grades  of  a  small 
town.  Attention  may  be  directed  especially  to  the  entrances  of  this  house,  and 
to  its  fine  architectural  appearance.  Some  places  will  prefer  a  larger  room  for 
the  high  school  and  also  a  larger  room  for  the  use  of  the  assistant,  both  of 
which  ends  may  be  attained  without  enlarging  the  main  structure  by  employing 
a  different  distribution  of  the  second  floor  space. 


Front  Elevation. 


PLAN  NO.  12,  BASEMENT. 


61 


Basement  Plan. 


/ 


62 


PLAN  NO.  12,  FIRST  FLOOR 


PLAN  NO.  12,  SECOND  FLOOR 


63 


Second  Floor  Plan 


64 


EIGHT  ROOM  BUILDING 


The  thirteenth  design  was  prepared  for  an  eight-room  building  for  high 
school  and  grammar  grades,  at  Columbus,  Wis.  The  diagrams  show  front 
elevation,  basement  and  floor  plans  of  a  convenient  and  attractive  school 
house. 


Front  Elevation 


PLAN  NO.  13,  BASEMENT 


65 


Plan  of:  Bascmcnt. 


/ 


;  r-A 


66 


PLAN  NO.  13,  FIRST  FLOOR. 


PLAN  NO.  13,  SECOND  FLOOR 


Plan  of  2nd  Story." 


0 


68 


EIGHT  ROOM  BUILDING. 


The  fourteenth  design  has  been  used  as  a  model  for  construction  in  a 
neighboring  state.  It  presents  an  eight  room  house,  especially  designed  as  a 
ward  building  and  for  grades  below  the  high  school.  It  may  be  used  for  high 
school  and  grammar  grades  by  giving  one  room  on  the  second  floor  to  first  year 
high  school  pupils,  another  to  second  year  pupils,  and  assigning  third  and 
fourth  year  pupils  to  another.  The  remaining  room  on  this  floor  would  be 
available  for  apparatus  and  as  a  recitation  room.  Such  a  plan  has  been  adopted 
in  many  places,  and  has  much  to  commend  it. 


PLAN  NO.  14,  BASEMENT 


69 


Ba  seme  nt  Pl 


A  N  . 


PLAN  NO 


14,  FIRST  FLOOR 


ff. 


C  LOaK 


School  Room 


School  Room 


Room 


SH«  K« 


R  00  fwi 


J— 

S3 

ir 


First  Floor  Plan 


Jd' 


PLAN  NO.  14,  SECOND  FLOOR. 


71 


72 


ELEVATION  OF  ANTIGO  BUILDING. 


Front  Elevation 


PLAN  NO 


15,  BASEMENT 


73 


The  fifteenth  house  presented  in  this  circular  was  built  at  Antigo,  in  1891. 
It  is  a  beautiful  structure,  and,  it  is  understood,  has  proven  satisfactory  in  all 
essential  particulars. 


74 


PLAN  NO.  15,  FIRST  FLOOR 


First  Floor  Plan 


PLAN  NO.  15,  SECOND  FLOOR. 


75 


Second  Fl.oor-Plan« 


76 


SCHOOL  ARCHITECTURE. 


The  sixteenth  design  varies  from  the  fourteenth  in  no  essentials,  but  pre¬ 
sents  the  distribution  of  rooms  in  a  little  different  way.  The  accessibility  by 
stairs,  the  corridors,  and  the  architectural  effect  through  the  swell  fronts  are  pre¬ 
sented  in  a  striking  way,  as  may  be  seen  from  the  plans  of  the  basement,  the 
floors  and  the  elevations.  The  elevations  are  of  different  buildings,  but  the  in¬ 
ternal  arrangements  are  adapted  to  either  exterior. 


f 


PLAN  NO. 


1 6,  ELEVATION. 


77 


78 


PLAN  NO 


ELEVATION 


1 6, 


NO.  1 6,  BASEMENT  PLAN 


79 


NO.  1 6,  FIRST  FLOOR  PLAN. 


CSSvTSSj 


NO.  1 6,  SECOND  FLOOR  PLAN 


81 


82 


PLAN  NO.  1 7 


The  seventeenth’design  presents  a  perspective  view,  a  longitudinal  section, 
basement,  and  first  and  second  floor  plans  of  a  five  room  building,  erected  at 
River  Falls  in  1880,  at  a  cost  of  $12,000.  The  plans  were  prepared  by  Messrs. 
Edbrooke  and  Burnham  of  Chicago,  and  were  embraced  in  the  circular  of  Supt. 
Whitford.  It  is  a  beautiful  structure,  and  experience  has  demonstrated  its 
adaptation  to  the  needs  of  village  schools. 


PLAN  NO.  17,  LONGITUDINAL  SECTION. 


83 


84 


PLAN  NO.  1 7,  BASEMENT  FLOOR 


FURNflCC 

I  w  s/r 

W-VTiW 


antM  f^(44 

OOC.T : : 


lyvARM  AIR 
s  wv® 
WAWM^IR 


JSrvionE  Pipr 


F  tip C  ROOM 


+r/,7Y7y  w 


y*  •  •  *  » 

i 

i 

SCHOLARS  I 
PIRY  fiQOJW  J 
* 
i 

I 


SCHOLARS 
PLAY  ROOM 


PLAN  NO.  17,  FIRST  FLOOR 


35 


MtNT. 


SCHOOL 


CORRIDOR 


Att'StCI 


wardrobe 


WARDROBE 


Ftur 


HALL 


HAIL 


RtciiTtR 


GIRLS 

tMTRAWCe 


BOYS 

EKlTRAMCE 


SCHOOL  f^0OKf 


SCHOOL  «oo<*| 


yekt. 


86 


PLAN  NO.  17,  SECOND  FLOOR 


vtNT 


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PLAN  NO.  1 8.  WEST  SUPERIOR 


37 


88 


PLAN  NO.  1 8,  BASEMENT 


VENT 


PLAN  NO.  1 8,  FIRST  FLOOR. 


89 


>■ 


I 


VENT 


90 


PLAN  NO.  1 8,  SECOND  FLOOR. 


I 


VENT 


PLAN  NO.  19,  THREE  ROOMS. 


91 


The  cuts  immediately  following  (Plan  No.  19)  are  from  the  portfolio  of 
Elah  Terrell  &  Co.,  Architects,  of  Columbus,  Ohio. 

They  may  be  used  for  one  or  for  two  story  buildings,  and  in  either  form, 
may  be  extended  indefinitely.  By  the  use  of  these  plans  growing  villages  may 
increase  their  school  room  accommodations  without  marring  the  harmony  of 
the  original  design. 

o  O 


VIEW  .(Mol 


92 


PLAN  NO.  19,  THREE  ROOMS. 


PLAN  NO.  19,  FIVE  ROOMS 


93 


VIEW.  No.  2 


94 


PLAN  NO.  19,  FIVE  ROOMS. 


PLAN  NO.  19,  FIVE  ROOMS. 


95 


5ECD|MD  FL00F\  PL  AjN  .  [VJ □ .  2. 


0teuations. 


The  following  elevations  are  introduced  with  a  view  of  suggesting  to  local 
boards  the  present  state  of  school  architecture,  enabling  them  to  select  forms 
that  shall  at  once  appeal  to  the  good  judgment  of  citizens  in  the  stable  charac¬ 
ter  of  the  structure,  as  well  as  in  the  aesthetic  features  of  the  architectural  forms. 


ELEVATIONS 


97 


S 


WARMING  AND  VENTILATING. 


IOI 


The  cuts  on  the  following  pages  are  presented  through  the  courtesy  of  The 
Smead  Warming  and  Ventilating  Company.  They  illustrate  a  warming,  ven¬ 
tilating  and  dry  closet  system  which  may  be  seen  in  practical  operation  in  any 
of  the  state  normal  school  buildings  and  in  many  other  public  buildings  in  the 
state. 

This  system  takes  a  large  volume  of  fresh  air  from  the  outside  of  the  build¬ 
ing,  conducts  it  to  the  large  airwarmers  or  furnaces,  which  are  placed  in  the 
basement,  where  it  is  warmed  (not  superheated)  and  ascends  through  each 
school-room  through  a  large  flue  built  of  brick.  The  volume  of  air  thus  sup¬ 
plied  to  each  room  is  sufficient  to  afford  each  pupil  1,800  cubic  feet  per  hour, 
which  thus  secures  adequate  ventilation. 

The  warm-air  register  is  placed  seven  feet  above  the  floor  in  order  to  de¬ 
liver  the  air  above  the  heads  of  the  pupils,  andko  avoid  draughts. 

By  the  use  of  the  valves,  which  are  connected  with  a  regulator  in  each 
room,  the  warm  air  can  be  shut  off  and  cold  air  admitted  through  the  same  reg¬ 
ister  ;  or  the  warm  and  cold  air  can  be  mixed,  giving  the  air  in  the  room  any 
temperature  desired.  This  is  what  is  called  “  continuous  ventilation,  ”  because 
by  the  use  of  this  device  the  room  is  at  all  times  supplied  with  either  warm, 
cold,  or  mixed  warm  and  cold  air.  After  admission  to  the  various  ro  oms,  the 
air  is  diffused  through  them,  used  for  respiration,  and  discharged  through  num¬ 
erous  ventilating  exits,  through  which  it  passes  under  the  floors,  warming, 
them,  and  is  delivered  into  a  foul-air  room  in  the  basement,  whence  it  passes 
through  the  dry  closet  vaults  to  the  ventilating  chimney,  drying  the  excreta  in 
its  passage  over  it. 

The  airwarmers  or  furnaces  are  enclosed  in  brick  walls.  The  warm  air 
and  ventilating  flues  are  built  of  brick.  The  closet  vaults  are  built  of  brick 
covered  with  iron  floors.  This  kind  of  construction  makes  the  whole  warming, 
ventilating  and  dry  closet  plant  as  nearly  fire-proof  as  possible.  The  closet 
vaults  are  so  arranged  that  their  contents  can  be  destroyed  by  fire  without 
removal  from  th'>  vaults.  This  plan  most  effectually  disposes  of  a  most  trouble¬ 
some  matter  for  school  authorities  to  deal  with. 

There  are  various  ways  of  applying  the  system.  Many  school  buildings 


102 


WARMING  AND  VENTILATING. 


in  the  state  use  one  ventilating  duct  for  each  room,  instead  of  passing  the  foul 
air  under  the  floors.  This  is  a  common  way  of  supplying  it  to  school  buildings 
already  built. 

Correspondence  in  regard  to  warming  and  ventilating  schools  may  be  ad¬ 
dressed  to  the  following  firms: 

Fuller,  Warren  &  Co.,  Milwaukee,  Wis. 

George  H.  Hess  &  Co.,  63  West  Washington  Street,  Chicago. 

The  Boynton  Co.,  Chicago. 

Smead  Warming  &  Ventilating  Co.,  324  Dearborn  Street,  Chicago. 


WARMING  AND  VENTILATING 


103 


104 


SCHOOL  ARCHITECTURE 


-SECTION  THROUGH  FURNACE  &  FLUE 

^TNE  SWEAD  WARNING  b.  VENTILATING-  C®. 

\  •  CHICAGO  &  £T.  PAUL. 


Scale  i.mcm*  i 


ELEVATION 


f 


brick  platform 


! 


Plan  for  parrying  7^w?ay  Gbalk  £)ust. 


The  following  cut  represents  a  method  of  disposing  of  the  dust  arising  from 
the  use  of  chalk  and  erasers  upon  blackboards  in  as  satisfactory  a  way  as  is 
known,  and  the  construction  may  be  employed  in  a  new  building  without  cost, 
in  addition  to  that  which  would  be  necessary  for  the  ordinary  construction  of  a 
wall  under  the  blackboard.  It  will  be  noticed  that  the  dust  falls  directly  through 
an  open  wire  screen  fitted  into  the  space  between  the  blackboard  and  the  wain¬ 
scoting,  and  will  also  be  shaken  out  of  the  eraser  when  it  is  placed  in  position, 
and  the  downward  flow  of  air  will  readily  carry  the  entire  refuse  from  the  board 
into  the  general  outdoor  circulation. 

This  plan  of  disposing  of  chalk  dust  is  the  invention  of  Mr.  C.  W.  Bowron, 
of  Oshkosh. 


Qaution  to  guilders. 


The  attention  of  builders  and  school  boards  is  called  to  the  following 
statute : 

Section  1636c.  <Ch.  190,  1885.)  All  churches,  public  and  private  school 
houses,  hotels,  factories,  or  other  manufacturing  establishments,  constructed  at 
any  time  after  the  passage  of  this  act,  shall  be  so  constructed  that  the  doors 
shall  swing  outward,  or  both  in  and  out,  as  the  builders  thereof  may  elect. 

Where  school  buildings  are  recessed  for  passageways,  doors  between  these 
passageways  and  halls  or  landings  should  swing  outward;  wardrobe,  recitation 
and  school  room  doors  should  swing  both  ways. 


P[eI^nov\?ledgments. 


Acknowledgments  are  gratefully  made  to  the  following  architects  whose 
works  are  represented  in  the  preceding  pages: 

J.  Bruess,  Milwaukee,  Wis.,  Plans  i,  5. 

W.  G.  Kirchoffer,  Elkhorn,  Wis.,  Plan  2. 

Edbrooke  &  Burnham,  Chicago,  Ill.,  Plan  4. 

H.  C.  Koch  &  Co.,  Milwaukee,  Wis.,  Plans  6,  7. 

G.  S.  Mansfield,  Freeport,  Ill.,  Plans  10,  11. 

Truman  D  Allen,  Minneapolis,  Minn.,  Plans  12,  13,  15. 

-  &  Ritchie,  Duluth,  Minn.,  Plan  16. 

Elah  Terrell  &  Co.,  Columbus,  O.,  Plan  18. 

F.  S.  Allen,  Joliet,  Ill. 

Additional  acknowledgments  for  courtesies  rendered  in  the  preparation  of 
this  circular  are  due  to: 

Superintendent  R.  H.  Halsey,  Oshkosh,  Wis. 

Fuller  &  Warren  Warming  &  Ventilating  Co.,  216  South  Jefferson  Street, 
Chicago,  Ill. 

Smead  Warming  &  Ventilating  Co.,  324  Dearborn  Street,  Chicago,  Ill. 
Superintendent  R.  C.  Ramsay,  Peshtigo,  Wis. 

W.  H.  Nichols,  Architect,  Delton,  Wis. 

Joseph  Dressen,  Architect,  Sauk  City,  Wis. 

D.  S.  Schureman,  Architect,  Rockford,  Ill. 

Schnetzky  &  Siebert,  Architects,  Milwaukee. 

W.  H.  Smith,  Eau  Galle,  Wis. 

John  D.  Gordon,  Jr.,  Architect,  Madison,  Wis. 

D.  R.  Jones,  Architect,  Cambria,  Wis. 

Prin.  J.  W.  Livingstone,  Sparta,  Wis. 

State  Superintendent  Stockwell,  Providence,  R.  I. 


